Though there are many potential benefits to Blended Learning, certain requirements must be met in order for it to reach its potential. The Digital Learning Council, launched to identify policies that will integrate current and future technological innovations into public education, commissioned a set of guiding principals that are deemed necessary in order to create a digital learning environment that will better prepare students with the knowledge and skills needed to succeed in their futures.
The 10 Elements of High-Quality Digital Learning are:
"Students have the right to a high-quality public education, therefore students who are eligible for public school should be eligible for publicly funded digital learning. Establishing criteria for eligibility, such as previous attendance in a public school, only limits, delays and diminishes opportunities for learning."
Concern: If a student does not succeed in a digital environment, should they be permitted to continue their education there? In a traditional learning environment interventions occur to attempt to get a student back on track. What is the course of action in this setting?
"With digital learning, teachers can provide one-on-one instruction and mentoring to many students across the nation. Artificially limiting class size, prescribing teacher-student ratios or restricting a teacher’s ability to serve students at multiple schools ignores the freedom and flexibility that comes with digital learning."
Concern: though teachers can work with many students in a virtual environment, there still needs to be a number of students that teachers can serve. Without a teacher-to-student ratio, how can each teacher effectively address each student's concerns.
"With personalized learning, students can spend as little or as much time as they need to master the material. Self-paced programs mean high achieving students won’t get bored and can accelerate academically, while struggling students can get additional time and tutoring to gain competency and the confidence that comes with it."
Concern: Whereas self-paced programs may benefit high-achieving students, how much time is to much time for other students? Who is going to dictate when a student is taking their time learning, and when they are procrastinating. Does this ability to pace themselves propose complications for future employment? In the real world, professionals cannot always choose to work at their own pace.
"Grade level promotion has historically been dictated by birthdays, attendance and minimum achievement. Instructional pacing, aimed at the middle of the class, may be too fast or too slow for some students who become frustrated, disengaged and unmotivated."
Concern: How long does a student have to complete their schooling? If a student extends beyond this time frame, and the education was occurring through public means, how this affect the state financially?
The dynamic nature of digital content and its varied uses requires a fresh and innovative approach to ensuring high quality content. Like print content, digital content should be aligned to state academic standards or common core standards for what students are expected to learn. However, digital content should not be held to higher standard than print content. Freedom for interactive engagement that results in higher student retention and achievement should be encouraged.
Concern: Who is overseeing that this digital content is high-quality and innovative? Just because content is presented in a digital format, it does not ensure that it is of high-quality. Technology leaders need the time to evaluated content, and teachers need to be involved in the process to determine whether or not the content meets state standards for learning.
States should abandon the lengthy textbook adoption process and embrace the flexibility offered by digital content. Digital content can be updated in real time without a costly reprint. The ongoing shift from online textbooks to engaging and personalized content, including learning games, simulations, and virtual environments, makes the traditional review process even less relevant.
Concern: Whereas the cost of digital books is significantly lower than traditional print media now, there is the cost for providing enough technology for all students to be able to view the material on a 1:1 scale. Additionally, whereas the cost of this content is currently cheaper than traditional print media, how long until this price rises. When publishing companies begin to lose business, and the market shifts to e-books, how long until the overall cost rises?
"Preparation and professional development programs should educate teachers and administrators on how to engage students, personalize learning, teach online and manage learning environments. Educators should be prepared for specific roles – traditional, blended or online – and then certified based on demonstrated performance. Performance-based certification will become increasingly important as the number and type of roles for learning professionals expands."
Concern: Just because someone has knowledge about a subject, it does not mean that they are prepared and able to teach it effectively. Teachers are not merely educators, but they take on many roles in the classroom. Licensure to become a certified educator - regardless of the medium - should require teacher training in more regards than just knowledge of content. See Teaching Standards
"To maximize the potential of digital learning, states must provide a rich offering of providers that can cater to the diverse and distinctly unique needs of different students. States should set common-sense standards for entry, have a strong system of oversight and quality control, and foster a robust competitive environment where students can choose the provider who best meets their learning needs."
Concern: With states being on a tight financial budget for education as is, how are they going to afford to offer a rich offering of providers? Of providers that are already present, they must be held accountable to the same state standards and methods of testing and accountability that current schools districts are.
"Administering tests digitally has multiple benefits. Tests can be administered and scored quickly and efficiently. Computerized scoring provides the opportunity for a cost effective method to create better tests beyond multiple choice, including simulations and constructed responses. Getting the result of tests faster can improve instruction as well as expedite rewards and consequences, which can strengthen accountability for learning."
Concern: Student writing will still not be able to be scored by electronic means. Additionally, due to less interaction with a traditional teacher and peers, students will not be able to learn the full benefits of the writing process, including peer review and editing.
"Paying for success will yield success. Right now, the majority of education funding rewards attendance. Schools get paid when students show up, regardless of what or how much students learn or achieve. Under that framework, its no wonder achievement is stagnant."
Concern: If students are not required to complete their education within a particular time frame, how can we determine when progress is being made? How long will students have, and how long will their education be funded?
"The proliferation of mobile phones and access devices suggests the potential of mobile learning. Students are already using mobile devices to communicate, access and share information, conduct research, and analyze data. These devices are the gateway to digital learning."
Concern: This is problematic in the concern that all students have a right to a free and equal education. Not all students may have access to, or be able to afford, devices that allow them access to learning whenever and wherever.
The 10 Elements of High-Quality Digital Learning are:
*Complete guidelines for the 10 Elements*
As each of these elements is examined, some concerns about learning in a Blended environment also come to view.
Element #1: Student Access
Element #2: Barriers to Access
Element #3: Personalized Learning
Element #4: Advancement
Element #5: Quality Content
Element #6: Quality Instruction
Element #7: Quality Choices
Element #8: Assessment and Accountability
Element #9: Funding
Element #10: Infrastructure